Analyzing the Executive Requirements of an Integrated Curriculum of Naturalistic and Digital Education in the First Period of Primary School: A Study Based on Research Synthesis and Thematic Analysis
Keywords:
Curriculum integration, digital education, naturalistic education, first grade, implementation requirementsAbstract
This study aimed to identify the components and explain the executive requirements of an integrated curriculum of naturalistic and digital education in the first period of primary school. This applied qualitative research was conducted using a thematic analysis strategy. The participants included 16 experts and scholars (professors of curriculum planning and educational philosophy), who were interviewed until theoretical saturation was achieved. The data were coded and analyzed across descriptive, interpretive, and overarching levels. The data analysis led to the identification of seven key steps as the executive requirements for this curriculum. These requirements are: 1) Paying attention to the developmental, emotional, and cognitive characteristics of students; 2) Modifying the attitude towards the relationship between nature and technology; 3) Formation of the interactive triangle of “school, home, and environment”; 4) Paying attention to hardware and software platforms; 5) Enhancing the professional competencies of teachers; 6) Empowering teachers in support and organizational dimensions; and 7) Reforming the structure of the educational system at the institutional and managerial level. These steps indicate that the success of this model requires a comprehensive roadmap from the micro-level (student and teacher) to the macro-level (structure and management). Integrating naturalistic and digital education is essential to prevent the consequences of one-dimensional approaches. However, its implementation will fail without considering multi-faceted executive requirements, from students’ developmental characteristics to teacher empowerment and structural reforms. Therefore, the seven identified requirements can serve as an effective operational model for policymakers and educational designers.
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